Digital Library

Stay updated with the latest news from the TDM 2000 International network. Our bimonthly newsletter covers ...

Stay updated with the latest news from the TDM 2000 International network. Our bimonthly newsletter covers ..

Explore the latest updates from the TDM 2000 International network in our March-April edition....

Stay updated with the latest news from the TDM 2000 International network. Our bimonthly newsletter covers ...

The Guide for Youth Organisations is designed for youth NGOs, youth workers, and project coordinators who want to strengthen sustainability in their everyday work. It includes practical guidance, checklists and examples to help organisations plan and deliver greener activities and events, improve internal procedures, and embed environmental responsibility across projects and operations

Self-Assessment Environmental Tool is designed for youth organisations that want to evaluate how sustainable and environmentally responsible their everyday work and events really are. Through a practical questionnaire, you’ll receive immediate feedback on your current approach, identify areas for improvement, and get targeted tips to help you take the next steps. Produced in the framework of the Erasmus + project title "Sustain Youth" funded by the European Commission. The tool is available in other languages here: https://www.sustainyouth.eu/are-you-green/

The "Learning with Heritage Educational Toolkit" is designed for youth workers, educators, and cultural facilitators and provides structured methodologies, step-by-step activities, and practical tools that can be directly applied in workshops or community settings. It has been developed in the framework of the Erasmus + project “Be Festive” funded by the European Commission.

Youth Leadership Program, a result of the project Play to Participate - Participate to Play, financed by the European Commission

Practical Guide for Development of Sport Youth Council, a result of the project Play to Participate - Participate to Play, financed by the European Commission

"Member Selection Guidelines for Sport Youth Council and Sport Youth Board", a result of the project Play to Participate - Participate to Play, financed by the European Commission

"Sport Youth Board and Sport Youth Council strategy and action plan" , a result of the project Play to Participate - Participate to Play, financed by the European Commission.

Manual "Youth Involvement in Democratic Processes and Sport Activities", a result of the project Play to Participate - Participate to Play, financed by the European Commission

This research paper forms part of the Cedefop project The changing nature and role of vocational education and training in Europe. The purpose of the project is to improve our understanding of how vocational education and training (VET) is changing in the countries belonging to the European Union (as well as Iceland and Norway). Over a three-year period (2016-18) the project will analyse how vocationally oriented education and training has changed in the past two decades (1995-2015); based on these results it will investigate the main challenges and opportunities facing the sector today and in the future. Work is divided into six separate but interlinked themes: (a) the changing definition and conceptualisation of VET; (b) the external drivers influencing VET developments; (c) the role of traditional VET at upper secondary level; (d) VET from a lifelong learning perspective; (e) the role of VET at higher education levels; (f) scenarios outlining alternative development paths for European VET in the 21st century The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training.

Europe needs new visions for contemporary higher education in the digital age. Digitalisation is not only an additional challenge, but also an effective means to address key challenges for higher education in the 21st century. This paper focuses on current developments and the discourse to be sharpened by 2020, but looks to the future of higher education. It follows the vision that in 2030, universities and colleges of higher education offer courses of study that are much more flexible and offer different learning pathways recognising the diversity of the student population. They are central institutions of lifelong learning, on campus and on digital platforms. The university will be a networked and open institution in 2030, which cooperates much more closely with other universities as well as the community and jointly develops and provides educational programmes. Florian Rampelt · Dominic Orr · Alexander Knoth Hochschulforum  Digitalisierung: https://hochschulforumdigitalisierung.de/en

Skills for You(th) through Sport, known as the SK4YS project is a transnational initiative gathering various stakeholders with strong expertise and interest in skills development in and through sport. The initiative has been designed to raise awareness on soft skills and competencies gained through sport and to build the capacity of sport and youth organisations to implement sport-based youth development programmes. Additionally, the project aims to increase recognition of transferable skills that sport can develop for young people – especially those not in employment, education or training (NEETs). European University Sports Association - EUSA: https://www.eusa.eu/news?promoting-skills-development-and-employment-in-sport  

There is rising awareness of how information and communication technologies (ICT) can support people in their careers. Information about vacancies, labour market trends and learning options easily can be made available. Online training courses, access to validation of competences, and development of basic skills can also be easily accessed, if platforms are made available. © European Centre for the Development of Vocational Training (Cedefop), 2018

The European Commission has proposed ‘A New Skills Agenda for Europe: Working together to strengthen human capital, employability and competitiveness’ to address the skills challenges that Europe is currently facing. The aim is that everyone should have the key set of competences needed for personal development, social inclusion, active citizenship and employment. These competences include literacy, numeracy, science and foreign languages, as well as more transversal skills such as digital competence, entrepreneurship competence, critical thinking, problem solving or learning to learn. The Entrepreneurship Competence Framework, also known as EntreComp, offers a tool to improve the entrepreneurial capacity of European citizens and organisations. The framework aims to build consensus around a common understanding of entrepreneurship competence by defining 3 competence areas, a list of 15 competences, learning outcomes and proficiency levels, which current and future initiatives can refer to. © European Union, 2016 Margherita Bacigalupo, Panagiotis Kampylis, Yves Punie, Godelieve Van den Brande

This study provides the first-ever EU-wide overview of the state of play with policies on open education involving all the 28 Member States. For each Member State, a full account of their understanding of open education and strategic policy approach is given. © European Union, 2017

Guidebook to EU DECISION-MAKING IN EDUCATION AND TRAINING Gathering 41 organisations, the Lifelong Learning Platform is today the most legitimate interlocutor of the EU institutions in the field of lifelong learning. It continuously defends the need to implement a dialogue across educational sectors and between stakeholders and public institutions at all levels, regional, national and European.

Welcome to this toolkit on quality standards, a practical tool for youth organisations to assess the state of youth policy in their context, whether it is national, regional, local, or European. This toolkit provides you with tools, tips and tricks to look at youth policy and identify what is working well and what is not. Authors: Anthony Burrowes, Catalina Dumbravenu, Valentin Dupouey, Alexandar Ivanov, Karlo Kralj, Ville Majamaa, Lotte Schipper, Sebastian Vogt

Since its inception in 2015, the 2030 Agenda has provided a blueprint for shared prosperity in a sustainable world—a world where all people can live productive, vibrant and peaceful lives on a healthy planet. The year 2030 is just over a decade away, and we must ask ourselves if our actions today are laying the right foundation to achieve the Sustainable Development Goals (SDGs). The Sustainable Development Goals Report 2019 provides evidence-based insights to answer this question. © 2019 United Nations

Dear readers, on the one hand, this guide deals theoretically with the issue of the recognition of competences of youth workers and, on the other hand, presents two concrete practical examples. The guide thus works as a quality development tool for training and further education for youth workers. In this sense, it contributes to the transparency of their competences and their recognition and provides an overview of the relevant expert discourse. Authors: Anna Brauckmann, B.A. Mag.a Hanna Krämer-Erklavec Theresa Riechert, M.A. Mag. Klaus Schreiner Dr. Edda Strutzenberger-Reiter Contributors: Marita Gasteiger, B.A. Dipl.-Ing. Natalie Lehner Regina Roland, M.A.  

Impacts on jobs, education, rights and mental well-being